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CSEDU2012 presentation

  1. 1. CSEDU 2012 TRACING THE EMMERGING USE OF COMMUNICATION TECHNOLOGIES IN HIGHER EDUCATION: A LITERATURE REVIEW MARTA PINTO, FRANCISLÊ SOUZA, FERNANDA NOGUEIRA, ANA BALULA, LUÍS PEDRO, LÚCIA POMBO, FERNANDO RAMOS, ANTÓNIO MOREIRA UNIVERSITY OF AVEIRO | DE-PROJECTO-TRACER@UA.PT
  2. 2. 2/17CSEDU 20121- INTRODUCTIONAdoption and promotion of Communication Technologies (CTs) is happening throughoutthe world of Higher Education Institutions (HEIs)
  3. 3. 3/17CSEDU 2012Research about CTs and their use in HEI embraces different perspectives, accordingto:
  4. 4. 4/17CSEDU 20122- METHODOLOGYSystematic literature review search from June to November 2011 - attempting to answer 2questions:a) Which CTs are being used in HE?b) How are CTs being used in HE?ANSWERS NEEDED in relation to the development of the project TRACER - “Portuguese PublicHigher Education Use of Communication Technologies”Looking specifically for publications concerning web 2.0 tools, services and platforms use in HE.International online bibliographic databases used: Scopus, Eric, Springer, B-On and Google Scholar.Search was also performed directly in the UNESCO and OECD websites.Keywords: higher education, communication technologies, information and communicationtechnologies, web 2.0, e-learning, blended learning, mobile learning, immersive worlds, personallearning environments
  5. 5. 5/17CSEDU 2012
  6. 6. 6/17CSEDU 20123- CTs USED IN HE TO SUPPORT TEACHING AND LEARNING PRACTICES…has evolved alongside the evolution of web technologies:From Web1.0 - void of interactive components.To Web2.0 - interaction and promotion of social network media tools and applications, driving newweb experiences that potentiate connection and collaboration between usersMassive transformation of educational organizations and institutionsCTs have become “an icon of early 21st century higher education provision” in developed anddeveloping countries, and as universities attempt to “‘blend’ ICTs into all aspects of face-to-faceteaching and learning, as well as into students’ independent study”, investments of the universities oncomputer infrastructures have increased over the last decade (Selwyn, 2007)
  7. 7. 7/17CSEDU 2012Research with an international range concerning the specific use of web 2.0 in HE identifies:• disparities between and within developed countries, concerning: • broadband infrastructure; • teacher training.• need of faculty training in HE to effectively integrate and use CTs in both established and emerging teaching and learning methodologies.The emergence of multimedia environments and technologies simultaneously driven change to occurand contributed towards disruption of teaching and learning practices. Disruption: No disruption: • Teaching methods • Teacher continuously negotiates authority • In the assessment methods and activities. • Students able to create knowledge and • Web tools which demand either manage information in different ways collaboration or reflection are less used (Wesch, 2009) than face-to-face teaching (Blin & Munro, • Teaching and learning into a more student 2008) centred experience (Garrison & Anderson, 2003) • Roles of teachers and students (Bielaczyc & Blake, 2006)
  8. 8. 8/17CSEDU 20123.1- TEACHING AND LEARNING SUPPORTED BY CTsDistance LearningAll the systems referred to teaching and learning as being supported by CTs in both the delivery offace-to-face and distance modes (Panda, 2005; Bryant, Kahle & Schafer 2005).Comprises 3 learning paradigms: e-learning, b-learning, m-learning, c-learning e-learning b-learning A significant part of learning content made Mix of face-to-face and online learning (Dias, available via the Internet (Punie & Cabrera, 2010; Garrison & Hanuca, 2004), requiring a 2009), facilitating access to resources and restructuring of the class, contact hours and services, exchanges and collaboration (CEC, approach although “it is not clear how much 2003); or how little, online learning is inherent to blended learning”(Garrison & Hanuca, 2004);
  9. 9. 9/17 m-learning c-learningMobility of people and knowledge supported Allows teachers and students to dedicateby mobile devices (Sharples, Taylor & Vavoula, more time to the development of higher2007); levels of thinking and group intelligence. In cloud learning, learners are at the centre ofNew trend in the development of e-learning, learning, giving them more responsibility andin which mobile devices help students get opportunities to actively engage in their ownaccess to course materials anytime anywhere learning and offering them a richer(Giorgieva, Smrikarov, Georgiev, 2011); experience (Bai, Shen, Chen & Zhuo, 2011).;Considered disruptive, particularly for This interconnects with other learning modessupporting learning outside the classroom, such as blended and mobile learning, whichmaking education an integrated activity of emphasize that learners become active inlearning with life and work (Kukulska-Hulme, sharing and collaborating, creating content2010; El-Hussein & Cronje, 2010); and personalizing their learning environment;
  10. 10. 10/17CSEDU 20123.2- CTs USED IN HEIs TO SUPPORT TEACHING AND LEARNINGAiming to find patterns and obtain anunderstanding of the wider adoptionand use of CTs in HE, it was made theattempt to answer 2 questions:a) which CTs are being used in HE?b) how are CTs being used in HE?To sustain the review analysis we haveadopted the major categories of web2.0 activities and tools proposed in theBECTA Report(Crook, C., Cummings, J., Fisher, T., Graber, R.,Harrison, C., Lewin, C., Oliver, M. (2008). Web 2.0technologies for learning: the current landscape –opportunities, challenges and tensions. In Becta(Ed.): Becta. )
  11. 11. 11/17CSEDU 20123.2.1 Web2.0 activities and tools used in HEFindings based on the BECTA categories There is no evidence in the literature concerning the use of trading tools in educational contexts Mash-up websites: a set of tools and environments of emerging interest in HE (Wesch, 2009). Personal Learning Environments may be understood as an aggregation kind of tool, personally built or institutionally created the space for the people of the education community to build their own PLE Social networking sites such as Facebook, Ning or Elgg, are frequently used to create communities of practice in HE (Conole, 2010), to include group settings in formal learning, and for library and administrative applications. They are used by students to communicate with colleagues and teachers about coursework (Dahlstrom, Boor, Grunwald & Vockley, 2011): Facebook is commonly used by students and faculty teachers, to include group settings in formal learning, communicate easily with the school community, easily communicate and market school events (Dahlstrom, Boor, Grunwald & Vockley, 2011; Roblyer, McDaniel, Webb, Herman, and Witty, 2010)
  12. 12. 12/17CSEDU 20123.2.1 Web2.0 activities and tools used in HE Wikis are used for collaborative writing in a peer group wiki (Armstrong & Franklin, 2008); teaching support in the design for learning, a single space where teachers can share the materials for a lecture (Armstrong & Franklin, 2008) Media sharing tools, allow sharing content in open access and open participation contexts. Video media sharing tools, in an open access and open participation context, are being used by HEIs to have an official presence in video sharing services such as YouTube Education or iTunesU. YouTube Education is a space to support academia, where education is a strong category and where Universities set their official channels, make lectures available and use technology to record and distribute video online, allowing students to keep up with the lectures, and also as a form of advertising, widening their audiences. Immersive worlds / virtual worlds, classifiedas an emerging trend likely to impact HE (Horizon Report, 2007). In HE virtual world can enable authentic and scenario-based learning contexts; over 250 HEIs worldwide are teaching using Second Life, given the opportunities to interact in new ways, to add value to HE teaching and learning in supporting interactions in virtual lectures, and supporting activities like seminar and lectures, social interactions with realistic contexts (Conole and Alevizou, 2010; Freitas, 2008)
  13. 13. 13/17CSEDU 20124- DISCUSSIONS AND RESEARCH AIMS
  14. 14. 14/17CSEDU 20124- DISCUSSIONS AND RESEARCH AIMS
  15. 15. 15/17CSEDU 2012
  16. 16. 16/17CSEDU 20125- FINAL CONSIDERATIONS CTs have a confirmed use in HE Use of social Web tools and environments is a trend in teaching and learning practices in HE, placing challenges to teachers, students, and institutions, at the level of the interaction, production and delivery of educational content Ubiquity of web2.0 tools revealed a strong relation to the idea of disruptive changes of more traditional forms of education in HE Use of CTs may not always potentiate innovation: social web tools are also used as a support for already existing educational processes and structures of teaching and learning previously used. The expectation is for teaching and learning practices to change along with an effective integration and innovative use of CTs. But there is change, considered by some to be a disruptive change, showing that teaching and learning practices have a progressive, effective and innovative integration of CTs in HE. This reflects on the changing roles adopted by teachers and students. Keeping up-to-date with the information related to the adoption of CTs in HE and to its impact in teaching and learning practices, has become more and more difficult due to the vast and fragmented publications, leading to the need of serious and expedite systematising. That is the ultimate goal of the online information visualization tool proposed by the ongoing project TRACER.
  17. 17. 2/CSEDU 2012 THANK YOU FOR YOUR ATTENTION! http://cms.ua.pt/TRACER

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